Intuitive rules in number theory: Example of ‘The more of A, the more of B’ rule implementation     

Rina Zazkis 《Educational Studies in Mathematics》1999,40(2):197-209

Students' belief that a larger number has more factors is outlined as a particular example of the more of A, the more of B intuitive rule. Robustness of this belief is discussed by demonstrating students' tendency to perceive conflicting evidence as an exception to the rule. Some pedagogical approaches are considered.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

And Baby Makes Four: Predictors of Attachment Security among Preschool-Age Firstborns during the Transition to Siblinghood     

Douglas M. Teti  Julie Wolfe Sakin  Elizabeth Kucera  Kathleen M. Corns  Rina Das Eiden 《Child development》1996,67(2):579-596

The present study examined preschool-age firstborns' adjustment to siblinghood, as indexed by security of firstborn-mother attachment, in a sample of 194 2-parent families. Security of firstborn attachment decreased significantly after a secondborn's birth, but the size of the decrease was smaller among firstborns under 24 months relative to 2–5-year-olds. Mothers' marital harmony and affective involvement with firstborns predicted firstborn security before and after the baby's birth, whereas mothers' psychiatric symptoms predicted firstborn security only after the birth. Post-hoc analyses of select subgroups revealed that mothers of firstborns with high security scores before the newborn's birth, regardless of whether scores remained high or dropped after the birth, showed higher levels of psychosocial and behavioral functioning than did mothers of firstborns with consistently low security scores at both time points. However, substantial drops in firstborn security after a secondborn's birth were associated with higher maternal psychiatric symptom scores both prior to and following the birth. Results suggest that quality of firstborn adjustment to siblinghood can be predicted from both structural and familial aspects of the firstborn environment.  相似文献   

Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system     

Shulamit Kapon  Gila Ron  Rina Hershkowitz  Tommy Dreyfus 《Educational Studies in Mathematics》2015,88(1):43-64

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Order of operations: On convention and met-before acronyms     

Rina Zazkis  Annette Rouleau 《Educational Studies in Mathematics》2018,97(2):143-162

In our exploration of the order of operations we focus on the following claim: “In the conventional order of operations, division should be performed before multiplication.” This initially surprising claim is based on the acronym BEDMAS, a popular mnemonic used in Canada to assist students in remembering the order of operations. The claim was voiced by a teacher and then presented for consideration to a class of prospective elementary school teachers. We investigate the participants’ understanding of the order of operations, focusing on the operations of multiplication and division. We report on participants’ ways of resolving a cognitive conflict faced as a result of relying on memorized mnemonics.  相似文献   

Ivory tower or social involvement? University professors in Israel1     

Rina Shapira  Yael Enoch 《Higher Education Quarterly》1974,28(4):437-449

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The relationship between sexual abuse during childhood and parenting outcomes: modeling direct and indirect pathways     

Schuetze P  Eiden RD 《Child abuse & neglect》2005,29(6):645-659

OBJECTIVE: This study examined the association between childhood sexual abuse (CSA) and parenting outcomes including parenting stress, feelings of competence and discipline strategies. Maternal depression and current partner violence were hypothesized to be mediators of the association between CSA and parenting. METHOD: This study is based on secondary data analysis of archived data. The participants were 263 primiparous mothers (107 with a history of CSA and 156 comparison mothers recruited from a prenatal clinic prior to the birth of their first child. Mothers were interviewed twice: once when they were between 28 and 32 weeks gestation and again when their child was between 2 and 4 years of age. During the first interview, women were asked about childhood experiences of sexual abuse. During their second interview, they were asked about current symptoms of pathology and experiences with partner violence and parenting beliefs and practices. RESULTS: Structural Equation Modeling indicated that the relationship between CSA and punitive discipline was mediated by maternal depression and current partner violence. CSA was associated with higher maternal depression and higher partner violence. CSA, maternal depression, and current partner violence were associated with more negative parental perceptions and higher punitive discipline. Once maternal depression and current partner violence were in the model, the relationship between CSA and parenting outcomes was no different from zero. CONCLUSION: These results highlight the risks associated with CSA for parenting outcomes and suggest two potential pathways for this increased risk.  相似文献   

Stuck on convention: a story of derivative relationships     

Ami Mamolo  Rina Zazkis 《Educational Studies in Mathematics》2012,81(2):161-177

In this article, we explore the responses of a group of undergraduate mathematics students to tasks that deal with areas, perimeters, volumes, and derivatives. The tasks challenge the conventional representations of formulas that students are used to from their schooling. Our analysis attends to the specific mathematical ideas and ways of reasoning raised by students, which supported or hindered their appreciation of an unconventional representation. We identify themes that emerged in these responses and analyze those via different theoretical lenses—the lens of transfer and the lens of aesthetics. We conclude with pedagogical recommendations to help learners appreciate the structure of mathematics and challenge the resilience of certain conventions.  相似文献   

Irrational gap: sensemaking trajectories of irrational exponents     

Marmur  Ofer  Zazkis  Rina 《Educational Studies in Mathematics》2021,107(1):25-48

Educational Studies in Mathematics - We investigate how students make sense of irrational exponents. The data comprise 32 interviews with university students, which revolved around a task designed...  相似文献   

Reducing Abstraction: The Case of School Mathematics     

Orit?HazzanEmail author  Rina?Zazkis 《Educational Studies in Mathematics》2005,58(1):101-119

There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. Reducing abstraction is a theoretical framework that examines learners behavior in terms of coping with abstraction level. It refers to situations in which learners are unable to manipulate concepts presented in a given problem; therefore, they unconsciously reduce the level of abstraction of the concepts involved to make these concepts mentally accessible. This framework has been used for explaining students conception in different areas of undergraduate mathematics and computer science. This article extends the applicability scope of this framework from undergraduate mathematics to school mathematics. We draw on recently published research articles and exemplify how students behavior can be described in terms of various interpretations of reducing abstraction level.  相似文献